Quality teaching not getting the funding from the government
2 public and 1 pte
Boosting teacher quality
Toronto Hiugh school – out of Sydney
- Out of control… new leader. Early 2008 – restored order
- Whole school suspension and individual
- Handle tough
- Clear expectations
- Create the right conditions so that learning can continue
- Daily school attendance increase to 90%
- Having a chat with the kids regarding behavior situation
- Rebuilding a rapport with the student and the community
- Teacher student relationship and having boundaries leads to increased learning
- Change in attitude towards school no more dread
- 2 teachers in class- development teacher offers feedback to the other teacher
- Focus on teacher quality leads to academic accelence
- Hattie – teacher quality as the key quality in academic excellence – schools to work with teachers
- Autonomy if the school – leads to teacher development program
- Principals should have the resources to make a difference
- Teacher and environment help student to do well
- Increased pride in school Knox Grammr – 2000 students
- Rich in tradition and history
- Never changing but ever changing
- Complacency – how to lift performance in affluent students
- 2004 – all department heads have been replaced
- Independent hence ability to chart their own course
- Focus on teacher performance and the kids
- Professional Development Unit – offers feedback to teachers
- Targeted questioning
- Student feedback encouraged
- Openness and peer review- improve teacher quality
- Enables teachers to re evaluate their teaching strategies
- To make the students problem solvers not rote learners
- OECD - top students slipping behind
- Teacher mentors to the students – bringing out the information from within
- English - study of Life!
- Hire and fire teachers – not just providing answers to students
- School should only have the best teachers - ability to remove teachers
- 20 000 dollars from student – school fees
-
- Pte funding goes to Pte school rather than state schools Both schools have made teacher quality the focus Govt spending money in the wrong places Hume Central – merging of 3 schools = 35 million
- Students lacked engagement and did not have goals for the future
- Non English speaking background
- Team teaching, mentoring and staff are assessed on a weekly basis
- Need to observe about what is happening in the classroom
- Principal able to hire and fire teachers
Comments from teachers
Quality teaching
Valuing education
Student teacher relationship
Active leadership – and head teachers – immediate consequences
All the teachers showed leadership – was not really about uniform
Uniformity of standards of expectations
Principles having more power
Peer review by teachers and students feedback – via moodle
Immediate feedback from students on a regular basis rather than just on a weekly basis
Team teaching – evaluation
Team teaching, mentoring and staff are assessed on a weekly basis
Teachers mentors – students need to be driven
Re-enforcing for all students – challenging the students to do better
Teachers care and support from colleagues
4 Corners
- Quality teaching not getting the funding from the government
- 2 public and 1 pte
- Boosting teacher quality
- Toronto Hiugh school – out of Sydney
- Out of control… new leader. Early 2008 – restored order- Whole school suspension and individual
- Handle tough
- Clear expectations
- Create the right conditions so that learning can continue
- Daily school attendance increase to 90%
- Having a chat with the kids regarding behavior situation
- Rebuilding a rapport with the student and the community
- Teacher student relationship and having boundaries leads to increased learning
- Change in attitude towards school no more dread
- 2 teachers in class- development teacher offers feedback to the other teacher
- Focus on teacher quality leads to academic accelence
- Hattie – teacher quality as the key quality in academic excellence – schools to work with teachers
- Autonomy if the school – leads to teacher development program
- Principals should have the resources to make a difference
- Teacher and environment help student to do well
- Increased pride in school
Knox Grammr – 2000 students
- Rich in tradition and history
- Never changing but ever changing
- Complacency – how to lift performance in affluent students
- 2004 – all department heads have been replaced
- Independent hence ability to chart their own course
- Focus on teacher performance and the kids
- Professional Development Unit – offers feedback to teachers
- Targeted questioning
- Student feedback encouraged
- Openness and peer review- improve teacher quality
- Enables teachers to re evaluate their teaching strategies
- To make the students problem solvers not rote learners
- OECD - top students slipping behind
- Teacher mentors to the students – bringing out the information from within
- English - study of Life!
- Hire and fire teachers – not just providing answers to students
- School should only have the best teachers - ability to remove teachers
- 20 000 dollars from student – school fees
-
-
Pte funding goes to Pte school rather than state schools
Both schools have made teacher quality the focus
Govt spending money in the wrong places
Hume Central – merging of 3 schools = 35 million
- Students lacked engagement and did not have goals for the future
- Non English speaking background
- Team teaching, mentoring and staff are assessed on a weekly basis
- Need to observe about what is happening in the classroom
- Principal able to hire and fire teachers
Comments from teachers
Quality teaching
Valuing education
Student teacher relationship
Active leadership – and head teachers – immediate consequences
All the teachers showed leadership – was not really about uniform
Uniformity of standards of expectations
Principles having more power
Peer review by teachers and students feedback – via moodle
Immediate feedback from students on a regular basis rather than just on a weekly basis
Team teaching – evaluation
Team teaching, mentoring and staff are assessed on a weekly basis
Teachers mentors – students need to be driven
Re-enforcing for all students – challenging the students to do better
Teachers care and support from colleagues